Vol. 7, Issue 1, Part A (2025)

A cross-sectional study was conducted to explore the relationship between learning styles and academic achievement among nursing students in Riyadh, Kingdom of Saudi Arabia. The study aimed to identify the preferred learning styles of nursing students and their impact on academic performance. A convenience ampling technique was used to select a sample of 200 nursing students from various institutions in Riyadh. The study employed the VARK Learning Styles Inventory to determine students' learning preferences-visual, auditory, reading/writing, and kinesthetic. The tool is widely recognized for its validity and reliability in assessing learning styles. Academic achievement data were collected through students' cumulative grade point averages (GPAs). The data collected were analyzed using descriptive and inferential statistics to meet the study objectives. The findings revealed that 35% of nursing students preferred a multimodal learning style, while 25% favored kinesthetic, 20% auditory, 15% visual, and 5% reading/writing as their dominant learning preference. Students with multimodal learning styles demonstrated significantly higher academic achievement compared to those with single-mode preferences. A statistically significant relationship was observed between learning styles and academic performance (p< 0.05). However, no significant differences were identified in learning style preferences based on gender, age, or year of study. The study highlights the importance of tailoring instructional methods to accommodate diverse learning styles, which can enhance academic success among nursing students.